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Urban Inquiries, RRI and Partnerships

Urban Inquiry Project

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Urban Inquiries, RRI and Partnerships

  1. 1. Promoting partnerships to foster Responsible Research and Innovation for smart citizenship projects.kmi.open.ac.uk/urban-inquiries
  2. 2. Equipping researchers and citizens with knowledge and tools to participate and take responsibility in the research and innovation Responsible Research Innovation Source: European Commission Report
  3. 3. Equipping researchers and citizens with knowledge and tools to participate and take responsibility in the research and innovation Source: European Commission Report Responsible Research Innovation
  4. 4. Equipping researchers and citizens with knowledge and tools to participate and take responsibility in the research and innovation Source: European Commission Report Responsible Research Innovation
  5. 5. RRI Science-in- Society Knowledge Scientific Inquiry Skills Technology Responsible Research Innovation
  6. 6. ENGAGE RRI curriculum aims to equip students for scientific literacy: evaluate claims, weigh up science & values, argue opinions and compare solutions. Science-in-society knowledge Scientific inquiry skills Big science Values thinking Science media Define problems Evaluate solutions Construct arguments Critique arguments Interrogate media Technology impact Communicate ideas
  7. 7. The educational focus of MK:Smart is engaging students to analyse and interpret large urban data sets for developing data literacy. Urban Data School
  8. 8. The aim of nQuire project is to engage young people in designing and running scientific investigations in order to raise STEM proficiency.
  9. 9. weSPOT aims at propagating scientific inquiry as the approach for science learning and teaching in combination with today's curricula and teaching practices through open technologies.
  10. 10. Brokering partnerships SCHOOLS UNIVERSITIES RESEARCH CENTRES
  11. 11. Project’s Aim to equip students to be able to identify and describe problems or questions scientifically mediated by social and personal learning environments (PLE) Questions What are the benefits and challenges for developing “co-inquiry” partnerships? What are the co-inquiry tools and strategies useful for teachers and students? Qualitative study – Initial pilot 5 researchers from Higher Education, 2 science teachers and a class 26 teenagers of a secondary school in the UK
  12. 12. Energy consumption: a shorter shower or banish blow-dries? SCIENCE-IN-THE-NEWS OPEN EDUCATIONAL RESOURCE URBAN DATA Science Communicators Science Educators Smart City Researchers
  13. 13. MOBILE DATA COLLECTION & DISCUSSION CO-INQUIRY PROJECT CO-INVESTIGATORS OUTCOMES Science Teacher Learners & Technologists Co-inquiry community Students Smart citizens
  14. 14. What are the benefits and challenges for developing “co- inquiry” partnerships? • Collaboration in authentic scenarios • Co-authorship in various publications Students: 3 posters, 3 videos, 1 presentation Researchers: 3 papers different perspectives Technologists: Agile software development What are the co-inquiry tools and strategies useful for teachers and students? • weSPOT Questioning: to create, comment & rate • weSPOT analytics: to observe and encourage participation • nQuire spot-it: to collect, discuss & rate data (photo) • Dilemma: to engage students in “Science-in-Society” • Data Inquiry: to improve their scientific questions • Storytelling: to increase understanding • Group Discussion: to support a student-centered teaching
  15. 15. References: • N Komninos, M Pallot, H Schaffers Special issue on smart cities and the future internet in Europe. Journal of the Knowledge Economy, 2013 • Buchem, I.; Pérez-Sanagustín, M. Personal Learning Environments in Smart Cities: Current Approaches and Future Scenarios. eLearning Papers, 35, November 2013. • A J. Dewey. How we think: a restatement of the relation of reflective thinking to the educative process. Heath: Boston, MA, 1933. • Okada,A.; Serra,A; Ribeiro, S; Pinto. S. Key skills for co-learning and co-inquiry in two open platforms: a massive portal (EDUCARED) and a personal environment (weSPOT) Open Praxis, vol. 7 issue 1, 2015. • Ratcliffe, M., & Grace, M. Science Education for Citizenship. Open University Press, 2003 • Vahey, P., Yarnall, L., Patton, C., Zalles, D., & Swan, K. Mathematizing middle school: Results from a cross-disciplinary study of data literacy. American Educators Research Association Annual Conference. April, 2006. • Kinshuk, R. . Ubiquitous Learning Environments and Technologies. Springer, 2014 Contact: Ale Okada ale.okada@open.ac.uk
  16. 16. Questions 1. What are the role of technologies for co-inquiry and brokering partnerships? Any example? 2. What are the recommendations for policy makers to promote scientific digital literacy in the schools considering that students cannot use mobile and internet in their lessons? 3. Do you know any project about partnerships for innovation between Universities, Schools & Researchers/Scientists ? What would be the drivers and catalysts to broker partnerships? Technology, Policy & Innovation Website: http://projects.kmi.open.ac.uk/urban-inquiries Twitter: # urban inquiries

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